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초록· 키워드
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‘The Terror’ was a key issue in the controversies about the French Revolution around the bicentenary of the Revolution. ‘Revisionist’ historians rejected the orthodox interpretation of the Revolution, according to which the Terror was inevitable in times of national crisis and the Terror could be considered progressive in that the revolutionaries tried to overcome the limits of the bourgeois revolution and to increase democracy through the relative equality in that period. Revisionist historians argued that the counterrevolutionary menace and the invasion of enemies were not the causes but simply pretexts of the Terror. According to their opinions, the discourse of the necessity of the Terror predated the Terror and the ideologies of popular sovereignty and human regeneration dominated this discourse. These ideologies existed in the Revolution of 1789, so the Terror is inseparable from the Revolution of 1789 which is considered a revolution of human rights.
How much have these controversies about the Revolution been reflected in french school-textbooks? The Terror is still defined as exceptional measures and institutions designed to save the country from the critical crisis situation in the school-textbooks. Above all, it is insisted that the Terror was the result of the crisis of the Republic. The textbooks present ‘materials’ to supplement and intensify the ‘lessons’, which include the documents showing the social composition of sans-culottes, their political demands and activities, their relationship with the national assembly, and the discourses of Montagnards. These materials, however, are not of use to explain how the Terror, which seems to be based on popular demands, suppressed in fact the political participation of the people. And the questions added to the materials don't permit to examine the essential point of revisionist interpretation that the discourse of the Terror was associated with the ideology of the Revolution itself. If it can be admitted that not only the formation of national identity, the cultivation of patriotism and civism but also the development of critical spirit, tolerance and recognition of others are the aims of history education, the textbooks will need to offer the reality of the Terror and its conflicting interpretations more frankly and permit the students to examine the different views on the French Revolution.
How much have these controversies about the Revolution been reflected in french school-textbooks? The Terror is still defined as exceptional measures and institutions designed to save the country from the critical crisis situation in the school-textbooks. Above all, it is insisted that the Terror was the result of the crisis of the Republic. The textbooks present ‘materials’ to supplement and intensify the ‘lessons’, which include the documents showing the social composition of sans-culottes, their political demands and activities, their relationship with the national assembly, and the discourses of Montagnards. These materials, however, are not of use to explain how the Terror, which seems to be based on popular demands, suppressed in fact the political participation of the people. And the questions added to the materials don't permit to examine the essential point of revisionist interpretation that the discourse of the Terror was associated with the ideology of the Revolution itself. If it can be admitted that not only the formation of national identity, the cultivation of patriotism and civism but also the development of critical spirit, tolerance and recognition of others are the aims of history education, the textbooks will need to offer the reality of the Terror and its conflicting interpretations more frankly and permit the students to examine the different views on the French Revolution.
목차
1. 머리말
2. 공포정치의 내용과 해석
3. 프랑스 역사교과서의 공포정치 서술
4. 맺음말
참고문헌 (1)
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UCI(KEPA) : I410-ECN-0101-2010-374-002223969